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Background: Both socially regulated learning and cognitive quality are important factors affecting collaborative knowledge building, but the current research lacks a joint quantified evaluation method that combines these two aspects. Objectives: Based on the existing framework, we proposed a joint evaluation method for regulated learning and cognitive quality in collaborative knowledge building, and further extracted the evaluation indicators. Methods: This study involved 74 learners enrolled in a course named 'the Application of Modern Educational Technology' as the subject of study, and made a case analysis with this method. Results and Conclusions: First, the indicators of this joint evaluation method could complement the indicators of traditional frequency statistics methods and facilitate an analysis of regulated learning and cognitive quality in collaborative knowledge building. Second, the group with a higher proportion of high‐level cognitive quality and socially shared regulation in collaborative knowledge building achieved better final scores. Finally, four types of groups were obtained through clustering: excellent, risky, mixed group, and highly collaborative group. This study introduced a joint evaluation method for regulated learning and cognitive quality in collaborative knowledge building and provides suggestions for future research. Lay Description: What is currently known about this topic?: Online collaborative knowledge building is increasingly important.Regulated learning and cognitive quality are considered very important for successful collaborative learning.Without quantitative methods, it is difficult to assess regulated learning and cognitive quality during collaborative knowledge building in a timely manner. What does this paper add?: This paper provided a joint evaluation method of regulated learning and cognitive quality (JERC) for online collaborative knowledge building.A case study was conducted to identify JERC's usefulness. Using descriptive statistics and visualization, it was determined that indicators of JERC can not only capture the state of cognitive quality and regulated learning status, but also elucidate the nature of that status (i.e., comprehensive, dynamic, cyclical).Through clustering analysis, four distinct groups were identified, each exhibiting different characteristics and moving patterns of regulated learning and cognitive quality over time. These patterns indicate that the quality of cognitive and regulatory learning cannot be determined solely by behavioural frequency. Moreover, an excessive proportion of individual regulation cannot predict better learning performance. Implications for practice: A computable representation model of regulated learning and cognitive quality was constructed to support automated perception and intervention in regulated learning and cognitive processing.With JERC, it is possible for researchers to capture, process, analyse and predict dynamic data to examine online collaborative knowledge building combined with shared physiological arousal events.The results of JERC can be used by researchers to develop advanced techniques, such as AI deep learning, for designing adaptive supports that can foster students' online collaborative knowledge building. [ABSTRACT FROM AUTHOR]

Problem‐oriented teaching (POT) activities are important in classroom instruction. The level of student response can be influenced by different teacher behaviours in POT. However, the characteristics of teachers' multimodal behaviours at different levels of response are unclear. This study applied epistemic network analysis to explore the characteristics of teachers' multimodal behaviours in POT with different response levels. Using 256 POT segments from 12 classroom teaching videos in primary and secondary schools, this study found that authentic questions and iconic gestures occupied a central position in multimodal behaviours. The concomitant use of multimodal behaviours and the flexibility in eye contact could improve the response levels of students. These findings help understand how teachers' multimodal behaviours can promote students' responses. Practitioner notesWhat is already known about this topic Various behaviours have been shown to impact learners' response, such as teachers' responses to students and teachers' non‐verbal behaviours.Epistemic network analysis can be used to analyse the structure of the connections between cognitive, social and interaction data.What this paper adds This study analyses the characteristics of teachers' multimodal behaviours during problem‐oriented activities.It also compares the salient properties of non‐verbal, verbal and multimodal behavioural networks generated by interactive fragments of students' responses of different cognitive levels.Implications for practice and policy Teachers should ask more authentic questions in the classroom to promote in‐depth thinking processes in students.The appropriate coordination of multimodal behaviours by teachers is crucial to promote the cognitive level of students' responses.Upon making eye contact with students, teachers should also use iconic gestures and be flexible regarding the use of eye contact. [ABSTRACT FROM AUTHOR]

Aims: To examine the prospective association between fibroblast growth factor 21 (FGF21) and risk of gestational diabetes mellitus (GDM) and the modifying effect of overweight/obesity for this association. Methods: Serum FGF21 levels were measured at 6–15 weeks of gestation among 332 GDM cases and 664 matched controls. Conditional logistic regression was used to evaluate its association with GDM risk. Interaction analyses on multiplicative and additive scales were conducted to investigate the modifying effect of overweight/obesity. Results: Elevated FGF21 levels were associated with a higher risk of GDM in multivariable models, but the positive association was attenuated after further adjustment for pre‐pregnancy body mass index (BMI). A significant multiplicative interaction was noted between FGF21 (both continuous and dichotomous) and pre‐pregnancy BMI (p for interaction = 0.049 and 0.03), and the association was only significant in participants with pre‐pregnancy BMI ≥24 kg/m2. When participants were grouped based on pre‐pregnancy BMI (≥24 and <24 kg/m2) and FGF21 levels (≥median and

Objective: To examine the association of a combined healthy lifestyle in early pregnancy with gestational diabetes mellitus (GDM) risk. Design, setting and population: A Chinese prospective cohort study with 6980 pregnant women. Methods: Individual modifiable lifestyle factors were assessed in early pregnancy and a combined lifestyle score was derived from the sum of the lifestyle factors, with a higher score indicating a healthier lifestyle. The association of a combined healthy lifestyle with GDM risk was examined. Main outcome measures: Gestational diabetes mellitus was diagnosed in middle pregnancy according to the International Association of Diabetes and Pregnancy Study Group criteria or diagnoses in medical records. Results: Overall, 501 (7.2%) pregnant women were diagnosed with GDM. Being physically active (total energy expenditure in upper three quintiles, i.e. ≥100.1 metabolic equivalent of task [MET]‐hours/week; odds ratio [OR] 0.76, 95% confidence interval [CI] 0.63–0.92), healthy diet (total intake of vegetables and fruits ≥5 times/day; OR 0.74, 95% CI 0.59–0.94), sufficient sleep (night‐time sleep duration ≥7 hours/night; OR 0.66, 95% CI 0.48–0.90) and healthy weight (early‐pregnancy BMI <24.0 kg/m2; OR 0.57, 95% CI 0.46–0.71) were associated with lower GDM risk. The GDM risk decreased linearly across the combined lifestyle score (Ptrend <0.001): women with 2, 3 and 4 lifestyle factors compared with those with 0–1 factor had 38% (OR 0.62, 95% CI 0.46–0.84), 57% (OR 0.43, 95% CI 0.31–0.58) and 66% (OR 0.34, 95% CI 0.22–0.52) lower risks of GDM, respectively. Conclusion: A healthy lifestyle in early pregnancy was associated with a substantially lower GDM risk. [ABSTRACT FROM AUTHOR]

Objective: The study aimed to identify BMI-related lipids and to explore the role of lipids linking BMI and gestational diabetes mellitus (GDM).Methods: Plasma lipidome, height, and weight were measured in early pregnancy among 1008 women. Pearson correlation analyses and least absolute shrinkage and selection operator regression (LASSO) were performed to identify BMI-associated lipids. Based on these lipids, a lipid score was created using LASSO, and its association with GDM risk was evaluated by conditional logistic regression. The causal relationships between BMI and lipids were tested by Mendelian randomization analysis with genotyping data. Mediation analysis was conducted to evaluate the mediating effect of lipids on the association of BMI with GDM.Results: Of 366 measured lipids, BMI was correlated with 28 lipids, which mainly belong to glycerophospholipids and glycerolipids. A total of 10 lipid species were associated with BMI, and a lipid score was established. A causal relationship between BMI and lysophosphatidylcholine 14:0 was observed. The lipid score was associated with a 1.69-fold increased risk of GDM per 1-point increment (95% CI: 1.33-2.15). Furthermore, BMI-associated lipids might explain 66.4% of the relationship between BMI and GDM.Conclusions: Higher BMI in early pregnancy was associated with altered lipid metabolism that may contribute to the increased risk of GDM. [ABSTRACT FROM AUTHOR]

Background: The testes are suspected target organs of SARS‐CoV‐2. However, the results of studies on the effect of COVID‐19 on male reproduction are controversial. Objective: To summarize current research on the effects of COVID‐19 on male reproduction. Methods: A systematic review of English literature was performed using PubMed and Ovid Embase up to 18 August 2020. Research articles on the presence of SARS‐CoV‐2 in semen, the effects of the virus on semen parameters and any pathological changes in the testes were evaluated. Results: Fourteen studies were included in this review. Six of 176 survivors (3.4%) and 1 of 13 decedents (7.7%) in 2 of 12 studies were positive for viral RNA in semen and testicular tissue, respectively. After stratification of patient groups, we found that the virus was detected in the relatively early stage of infection, 6–16 days after disease onset, in semen from survivors. Two of 3 studies reported that some participants had substandard semen quality after COVID‐19, and 1 study found that COVID‐19 may impair semen quality in a severity‐related manner. Pathological analyses showed that injuries to the seminiferous tubule occurred in all decedents (N = 11). Another study found that orchitic and testis fibrin microthrombi occurred in patients with fatal disease (100%, N = 2). Scrotal discomfort of orchiepididymitis or spermatic cord inflammation has also been reported in COVID‐19 patients. Conclusion: Current studies suggest that semen is rarely considered a carrier of SARS‐CoV‐2 genetic material during the infection period but not in the semen of recovered patients. Fatal COVID‐19 may cause testicular structure damage without the presence of virus. [ABSTRACT FROM AUTHOR]